Currently at least 1 in 5 people in the US speak a language other than English and the number of children growing up in bilingual homes is large and rising (Census Bureau 2015). Yet, most theories of language acquisition are based on monolingual children leaving a number of unanswered questions about language development in a large segment of the population. One major question in language development is when and how young language learners can identify the language(s) they are hearing. Depending on whether a child is bilingual or monolingual, being able to correctly identify the language being heard may be critical for language learning, comprehension, and appropriate language use in a given context. A relatively-untested idea, which we assess here in a new eye-tracking paradigm, is that children keep languages separate by associating individuals with particular languages. We ask here whether the language someone speaks can serve as a cue for talker identification, and whether bilinguals are especially skilled at associating their two languages with different talkers. The current data suggests that language is a salient vocal feature for talker identification across language groups. Current and future findings can shed light on when and how during development bilingual children keep separate representations of the languages they speak, and the information in spoken language that allows them to do so.